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Continuation
of the
Project
Careful
review of
the
quantitative
and
qualitative
data
provided
above, as
well as the
reflective
essays
provided
below,
speaks
loudly for
the value of
this NEH
Focus Group
Project.
As
mentioned
earlier,
the
significant
correlation
between
self-efficacy
scores and
content
mastery
scores found
within the
participant
group
implies that
the
teacher’s
improved
confidence
is grounded
in real
knowledge of
Holocaust/
genocide
studies.
Their
responses to
essay
questions
provided on
pages 10-15
ground the
assertions
of their
intellectual,
affective,
and
pedagogical
understanding
gained from
their work
over the
last
thirteen
months.
Conversely,
the lack of
correlation
between the
contrast
group’s
self-efficacy
and content
mastery
scores holds
profound
implications
for those
who fund
and/or
provide
study
opportunities
on
Holocaust/genocide
topics.
The
data
suggests
that
educators
like those
in the
contrast
group, who
for reasons
similar to
their peers
teach or
wish to
teach about
the
Holocaust
and
genocide,
may not be
equipped
with
adequate
knowledge
and
understanding
of the
subject.
Hence, the
NEH may look
for two
parallel
courses of
action.
1)
The results
of this
project will
be
disseminated
in the form
of
publications
in
professional
journals and
in the works
of students
who have
studied with
participant
teachers
(see Grant
Products).
2)
The NEH
personnel
should
expect to
see a future
application
to renew
this project
with new
personnel,
like those
who
comprised
the contrast
group.
References
Ericson,
F. (1986)
Qualitative
methods in
research in
teaching. In
M.C.
Wittrock
(Ed.)
Handbook
on research
in teaching.
New
York:
Macmillan
Glesne.
C., &
Peshkin, A.
(1992)
Becoming
qualitative
researchers.
White
Plains,
N.Y.:
Longman
Publishing
Company
Jentzsch,
C & G.
Tindal.
(1991). Analytic
scoring of
writing,
In Research,
consultation
&
teaching
program
training
module #8.,
Oregon:
University
of Oregon
College of
Education.
Spandel,
V.
Seeing
with new
eyes:
A
guidebook on
teaching and
assessing
beginning
writers.
Portland,
Oregon:
Northwest
Regional
Education
Labs
Strauss,
A. &
Corbin, J.
(1990)
Qualitative
analysis for
social
scientists.
New
York:
Cambridge
University
Press
Telljohann,
S. &
Everett, S.
& Price,
J.
(1996)
Effects
of an
inservice
workshop on
the health
teaching
self-efficacy
of
elementary
school
teachers. Journal
of School
Health,
66(7), pp.
261-264
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